Files and links (2)
Laboratory learning objectives ranking objectives across the cognitive psychomotor and affective domains within engineering4.60 MB
Published VersionCC BY-NC-ND V4.0, Open Access
Journal article
Laboratory learning objectives: ranking objectives across the cognitive, psychomotor and affective domains within engineering
European Journal of Engineering Education, Vol.49(3), pp.454-473
2024
Abstract
The literature on laboratory objectives in engineering education research is scattered and inconsistent. Systematic literature reviews identified the need for better understanding. This paper ranks the laboratory learning objectives across the cognitive, psychomotor and affective domains to improve scaffolding. It provides an opportunity for reflection, a pathway to confirm assessment alignment, and opens future research areas. To accomplish this, the Laboratory Learning Objectives Measurement (LLOM) instrument is used to survey 160 academics from around the world representing 18 engineering disciplines. The results suggest that the collective ranking order does represent a framework that can be used broadly. However, for greater alignment with consensus thinking, discipline rankings should be used. The cognitive domain was deemed the most important. These results provide the community’s opinion and may not necessarily be best practice, providing an opportunity for reflection.
Details
- Title
- Laboratory learning objectives: ranking objectives across the cognitive, psychomotor and affective domains within engineering
- Authors
- Sasha Nikolic (Corresponding Author) - University of WollongongThomas F Suesse (Author) - University of WollongongSarah Grundy (Author) - UNSW SydneyRezwanul Haque (Author) - University of the Sunshine Coast, Queensland, School of Science, Technology and EngineeringSarah Lyden (Author) - University of TasmaniaGhulam Hassan (Author) - The University of Western AustraliaScott Daniel (Author) - University of Technology SydneyMarina Belkina (Author) - Western Sydney UniversitySulakshana Lal (Author) - Curtin University
- Publication details
- European Journal of Engineering Education, Vol.49(3), pp.454-473
- Publisher
- Taylor & Francis
- Date published
- 2024
- DOI
- 10.1080/03043797.2023.2248042
- ISSN
- 1469-5898; 0304-3797
- Copyright note
- © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
- Organisation Unit
- School of Science, Technology and Engineering
- Language
- English
- Record Identifier
- 99746796802621
- Output Type
- Journal article
Metrics
4 File views/ downloads
77 Record Views
InCites Highlights
These are selected metrics from InCites Benchmarking & Analytics tool, related to this output
- Collaboration types
- Domestic collaboration
- Web Of Science research areas
- Education & Educational Research